Writing
Essays, notes, and reflections approaching the research from different angles. Each piece stands alone -- read in any order.
All pieces
Method
A critical examination of what Telegram offers ESL teachers that other messaging platforms do not -- and what that difference reveals about the relationship between tool design and formative assessment practice.
Problem
Mobile-assisted language learning has generated substantial research on learner outcomes -- but the metacognitive work teachers do to make that learning possible remains largely invisible.
Concept
Reframing teacher preparedness for digital learning environments as a dynamic, regulated capacity rather than a fixed set of competencies -- and why that distinction matters for practice.
Framework
An accessible account of the theoretical architecture underpinning this research -- what each lens contributes, where they overlap, and why metacognition holds the frame together.
Practice
What it looks like in practice when a teacher metacognitively redirects a consumer messaging app toward formative ends -- and what that act tells us about teacher cognition in digitally constrained environments.
Extension
A discussion of how a theoretical architecture built around ESL and Telegram applies to other languages, other platforms, and other low-resource contexts -- including Persian as a second and foreign language.
Reflection
On the particular epistemic position of studying teacher cognition as a practising teacher yourself -- what it affords, what it risks, and what it demands of the researcher.